Using an embedding strategy to teach preschoolers with significant disabilities

Journal of Behavioral Education

Volumn 10, Issue 2-3, 2000, Pages 139-162

  Grisham Brown, Jennifer ^a   Schuster, John W ^a   Hemmeter, Mary Louise ^a   Collins, Belva C ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

Activity based instruction; Inclusive preschool; Paraprofessionals; Severe disabilities

Indexed keywords

EID: 0037603768     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1023/a:1016688130297     Document Type: Article

References (29)

1. Alig-Cybriwsky, C., Wolery, M., & Gast, D. L. (1990). Use of a constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14, 99-116.
2. Bailey, E., & Bricker, D. (1985). Evaluation of a three-year early intervention demonstration project. Topics in Early Childhood Special Education, 5, 53-65.
3. Bailey, D. B., Clifford, R. M., & Harms, T. (1982). Comparison of preschool environments for handicapped and nonhandicapped preschoolers. Topics in Early Childhood Special Education, 2, 9-20.
4. Bambara, L. M., Warren, S. F., & Kosimar, S. (1988). The individualized curriculum sequencing model: Effects on skill acquisition and generalization. The Journal for the Association for Persons with Severe Handicaps, 13, 8-19.
5. Berg, W. K., Wacker, D. P., Ebbers, B., Wiggins, B., Fowler, M., & Wilkes, P. (1995). A demonstration of generalization of performance across settings, materials, and motor responses for students with profound mental retardation. Behavior Modification, 19, 119-143.
6. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
7. Blackhurst, A. E., Schuster, J. W., Ault, M. J., & Doyle, P. M. (1994). Single subject research advisor. Lexington, KY: Department of Special Education and Rehabilitation Counseling, University of Kentucky.
8. Bricker, D., & Cripe, J. J. (1992). An activity-based approach to early intervention. Baltimore: Brookes.
9. Bricker, D., Pretti-Frontczak, K., & McComas, N.R. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.
10. Brown, F., & Snell, M. E. (1993). Measurement, analysis and evaluation. In M. E. Snell (Ed.), Instruction for students with severe disabilities (pp. 152-183). New York: MacMillan.
11. Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M. (1995). Small-group massed-trial and individually-distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203-217.
12. Crawford, M. R., & Schuster, J. W. (1993). Using microswitches to teach toy use. Journal of Developmental and Physical Disabilities, 5, 1-19.
13. Division of Early Childhood, Council for Exceptional Children. (1993). DEC Recommended Practices: Indicators of Quality Programs for Infants and Young Children with Special Needs and Their Families. (Stock Number D417). Reston: VA: DEC Task Force on Recommended Practices.
14. Doyle, P. M., Wolery, M., Ault, M. J., & Gast, D. L. (1988). System of least prompts: A literature review of procedural parameters. Journal of the Association for Persons with Severe Handicaps, 13, 28-40.
15. Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
16. Gee, K., Graham, N., Sailor, W., & Goetz, L. (1995). Use of integrated, general education, and community settings as primary contexts for skill instruction for students with severe, multiple disabilities. Behavior Modification, 19, 33-58.
17. Guess, D., & Helmstetter, E. (1986). Skill cluster instruction and the individual curriculum sequencing model. In R. H. Horner, L. H. Meyer, & H. D. Fredericks (Eds.), Education of learners with severe handicaps (pp. 221-248). Baltimore: Brookes.
18. Hanline, M. F., & Fox, L. (1993). Learning within the context of play: Providing typical early childhood experiences for children with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 121-129.
19. Holvoet, J., Guess, D., Mulligan, M., & Brown, F. (1980). The individualized curriculum sequencing model (II): A teaching strategy for severely handicapped students. Journal of the Association for the Severely Handicapped, 5(4), 337-351.
20. Hunt, P. & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. The Journal of Special Education, 31, 3-29.
21. Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9-47). Baltimore: Brookes.
22. Losardo, A., & Bricker, D. (1994). Activity-based instruction and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
23. Sailor, W., & Guess, D. (1983). Severely handicapped students: An instructional design. Boston: Houghton Mifflin Co.
24. Vincent, L. J. (1995). Preschool curriculum and instruction. In M. A. Falvey, Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction, (pp. 285-318). Baltimore: Brookes.
25. Warren, S. F., & Kaiser, A. P. (1988). Research in early language intervention. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 89-108). Baltimore: Brookes.
26. Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Griffen, A. K. (1990). Comparison of constant time delay and the system of least prompts in teaching chained tasks. Education and Training in Mental Retardation, 25, 243-257.
27. Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional children. Needham, MA: Allyn and Bacon.
28. Wolery, M., Holcombe, A., Cybnwsky, C. A., Doyle, P. M., Schuster, J. W., Ault, M. J., & Gast, D. L. (1992). Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters. Research in Developmental Disabilities, 12, 239-266.
29. Wolery, M., Holcombe, A., Werts, M. G. H., & Cipollom, R. M. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20-31.